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Journal articles on the topic 'Didactic reading'
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SÉNÉCHAL, MONIQUE. "The differential effect of storybook reading on preschoolers' acquisition of expressive and receptive vocabulary." Journal of Child Language 24, no. 1 (February 1997): 123–38. http://dx.doi.org/10.1017/s0305000996003005.
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The present study was conducted to assess the effect of didactic techniques used during storybook reading on young children's acquisition of new vocabulary introduced in storybooks. Thirty children for each group of three- and four-year-old children were read one storybook individually. The study included three storybook reading conditions: single-reading, repeated-reading and questioning. In both the repeated-reading and the questioning conditions, the storybook was read three times. Children in the questioning condition were asked, during each reading of the storybook, to label target items with the novel words. Listening to multiple readings of a storybook facilitated children's acquisition of expressive and receptive vocabulary, whereas answering questions during the multiple readings was more helpful to the acquisition of expressive than receptive vocabulary. These findings suggest that, under certain conditions, didactic techniques used by adults have differential effects on preschoolers' receptive and expressive vocabulary.
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Ainun Najib, Muhammad Rifqi. "SEGITIGA DIDAKTIS CERPEN MERAWAT PETI INGATAN KARYA PUTU OKA SUKANTA." Jurnal Pendidikan Bahasa Indonesia 5, no. 1 (November 17, 2017): 14. http://dx.doi.org/10.30659/j.5.1.14-24.
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This research used short story entitled �Merawat Peti Ingatan�by Putu Oka Sukanta as the object. The short story directed the reader�s thinking to alwayshave critical thinking on everything and not easy to believe in a thing without any good reason underlying it. The approach used in this study is didactic approach or often called the value of education, while the type of research used is qualitative research. The purpose of this study to describe the projection of didactical sentence in the short story. This research began by reading and looking carefully the didactic elements contained in the short story. Then the data in the form of didactic elements are grouped by family, religion, and social didactic elements. From some of these processes it is found that there are didactic elements in religious, family, and social domains such as respect or modesty, humility, honesty and transparency, caring, gratitude, etc. Based on these studies it can be seen that social didactic elements are more prominent than religious and family didactic elements. It is caused by human social life which is more often done compared to other elementary.
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Lepisto, Scott. "Reading as Training: Seneca's Didactic Technique in De Beneficiis." American Journal of Philology 141, no. 1 (2020): 27–53. http://dx.doi.org/10.1353/ajp.2020.0002.
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Gerard, Claire, and Delphine Dahan. "Durational variations in speech and didactic accent during reading." Speech Communication 16, no. 3 (April 1995): 293–311. http://dx.doi.org/10.1016/0167-6393(94)00060-n.
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Borisova, Tanya. "DIDACTIC PARAMETER OF LANGUAGE LITERACY IN THE BULGARIAN SECONDARY SCHOOL." CBU International Conference Proceedings 5 (September 23, 2017): 558–61. http://dx.doi.org/10.12955/cbup.v5.984.
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This article summarizes the main conclusions about the state of reading literacy of students in the same class in a Bulgarian school and the correspondence between the international criteria for establishing reading literacy of the students. A study, based on the longitudinal method, outlining the didactic parameters of reading literacy in the Bulgarian school was conducted. Emphasis is placed on the needed changes regarding overcoming the problems in the education in reading literacy of Bulgarian students, its limits and variety in its improvement; the correlations which exist between the results of the national external assessment (NEA) of the students in the subject of Bulgarian language and literature of the fourth, seventh and twelfth grade.
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Carmo, Fernanda Maria Almeida do, José Airton de Oliveira Faustino, Maria Vanísia Mendonça de Lima, Milínia Stephanie Nogueira Barbosa Felício, Hermínio Borges Neto, and Gilberto Santos Cerqueira. "Didactic Contract from the Perspective of the Theory of Didactical Situations." International Journal for Innovation Education and Research 8, no. 7 (July 1, 2020): 123–34. http://dx.doi.org/10.31686/ijier.vol8.iss7.2460.
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The phenomena related to the mathematical teaching and learning process have a significant and direct influence on the construction of knowledge and studying these issues is of interest to the theory developed by Guy Brousseau, called Theory of Didactical Situations. When dealing with the relations established between student, knowledge and teacher, Brousseau presents those that are specific, explicitly and implicitly, of the relationship between teacher and students, as well as their influences on the teaching and learning process, defining, for this, the Didactic Contract, which consists of the set of behaviors that the teacher expects from the student and the student from the teacher. With this, the following question arose for this work: What is the relevance of the Didactic Contract when designing teaching sequences with input in the Theory of Didactical Situations? The objective was, then, to carry out an integrative review in order to systematize information present in scientific articles about the Didactic Contract in the perspective of the Theory of Didactical Situations. A search for works was carried out in the databases Scielo, Google Scholar and Portal de Periódicos CAPES/MEC through the descriptors "Didactic Contract" and "Theory of Didactical Situations", with the following exclusion criteria: works not related to the theme and book, theses, dissertations and monographs. That is, only papers of the scientific article type were chosen. A total of one hundred and seventy-seven works were obtained as an initial result, of which thirteen were repeated. After reading the abstracts and adopting the exclusion criteria, sixteen articles remained, of which nine responded to the elaborated question. With the research, it was found, in the period consulted, a limitation of publications that deal specifically with the Didactic Contract and, in spite of that, it was concluded that the Didactic Contract is a very important element in a teaching and learning situation, because it can favor or cause an obstacle in the acquisition of new knowledge by the student.
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Hoffman, Jeannette. "Student Teachers and Kindergarten Children Talking about Picturebooks Focusing School in Didactic Research Labs at University." Journal of Literary Education, no. 4 (July 31, 2021): 260. http://dx.doi.org/10.7203/jle.4.21024.
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Within the project“Lehren, Lernen und Forschen in Werkstätten” (Teaching, Learning and Researching in Laboratories) from 2016-2019, German didactic seminars were held in the “Lern- und Forschungswerkstatt Grundschule” (LuFo) (Primary Education Research Lab) at the Technische Universität (TU) of Dresden. The seminars, which were attended by primary education student teachers, dealt with telling stories to wordless picturebooks, reading aloud picturebooks about school or other literary themes. The student teachers dealt with selected picturebooks from the perspective of literature didactics, visual literacy studies and empirical research on reception of literature. They designed didactic arrangements in the sense of inquiry-based learning and invited kindergarten and primary school children to the LuFo to explore the stories told in the picturebooks together with them. The study is based on the student teachers' seminar papers in which they describe their projects, give didactic reasons for the selection of literature and analyse their interactions with the children around the picturebooks. Using the example of picturebooks about school, the study uses the Key Incident Analysis to ask which books the student teachers choose and how they receive them, in what form they discuss them with the children and how they shape the reading situations and finally, how they reflect on their own learning processes. The results give an insight into both the processes of reflection of the primary school student teachers and the processes of literary learning of the children.
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Ruiz Bañuls, Mónica, José Rovira-Collado, and Eduard Baile López. "Approaches to the Quetzalcoatl Myth Through Comics: a Didactic Reading." Mitologías hoy 21 (June 22, 2020): 319. http://dx.doi.org/10.5565/rev/mitologias.641.
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Smith, N. D. "AGAINST A DIDACTIC READING OF THE PARABASIS IN ARISTOPHANES’ FROGS." Concept: philosophy, religion, culture, no. 4 (January 10, 2020): 37–42. http://dx.doi.org/10.24833/2541-8831-2019-4-12-37-42.
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Rahmani, Mokhtaria. "Critical reading as an impediment for effective synthesis: Case of master 2 students." Global Journal of Foreign Language Teaching 11, no. 3 (August 13, 2021): 204–15. http://dx.doi.org/10.18844/gjflt.v11i3.5777.
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Writing an appropriate research paper requires evidently the mastery of effective synthesis. This paper intends to highlight students’ hindrances in producing a sound synthesis, particularly weak critical reading and proposes equally outlets for a sturdy comprehension. The motivation is linked with the slenderness of studies addressing critical reading/effective synthesis binary. This will have pedagogical implications regarding the teaching of synthesis. The researchers used purposive sampling with master two didactic students (39 students). Self-assessment of the teaching strategy, corpus analysis, and an eight-item student questionnaire were used. The findings indicated that the major problems surrounding the internalisation of good synthesis were related to the different operations required for critical reading. The paper put into evidence the necessity of integrating the subject of academic writing into the syllabi of Master didactic students, the design of adequate critical reading tasks, and urged equally the necessity of more condensed practice, both in-class and off-class. Keywords: Critical reading, effective synthesis, paraphrasing, shortness of instruction, master 2 students.
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Henderson, John. "Persius' Didactic Satire: The Pupil as Teacher." Ramus 20, no. 2 (1991): 123–48. http://dx.doi.org/10.1017/s0048671x00002733.
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The heart does hurt.And that's no metaphor.The feeling isthat ‘throbbing muscle’ you can't say—since that's ‘steel comic sex meat’.But it does hurttop-mid-leftunder my shirt with its atrocious beat.‘Didactic Poetryis poetry which is primrily intended to instruct. Most commonly, the label is used for poetry which teaches a moral. It can also refer to poetry which conveys factual information.’ Classicists will take issue with such a definition: that ‘also’ is provocative, and so are the priorities it signals; the wedge that is being driven between poetics as ‘moral’ as against poetics as ‘factual’, those terms—… Besides,whatweight is to be placed on the opposition ‘teaches’vs.‘conveys… information’? What concept of ‘teaching’ can there be that stands proud of ‘conveying… information’?This is the subject of the present essay. If we put this question—these questions—to theSatiresof Persius, we will find in them both: (1) a strategic manoeuvre within the developing construction of imperial subjectivity within Roman discourse that has been strangely overlooked in the recent burst of critical attention devoted to this area; and also (2) a paradigmatic response to repressive encroachment on individual and collective liberties from the ‘defensive’ writer who contrivesfromthe very constriction of the civic voice a vindication of the freedom tomean. Our freedom… to dissemble(,) dissent. Reflection of and on bur predicament: ‘meaning’ in the meaning-fullness ofemphasis, the protocol of reading that problematises the containment of reading this side of theDiktatof Power/Knowledge.Hoc ridere meum(1.122).
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Petrova, Daina. "READING TEACHING WITH THE HELP OF SOUND GESTURES FOR PRIMARY SCHOOL CHILDREN WITH MENTAL DEVELOPMENT DISORDERS." Education Reform: Education Content Research and Implementation Problems 2 (December 31, 2019): 114. http://dx.doi.org/10.17770/er2019.2.4233.
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The native language, its skills, understanding and sense are important to every member of society, it puts thinking, communicating, and text creating into order, and it indicates to educatedness. Literacy as a key skill in everyday life is essential for acquiring and implementing the nowadays’ life skills.There are situations where pupils have not yet acquired reading skills for several years, and the issue becomes topical on how to teach to read in their age and form group, and at different levels of psychological development. One of the options is to start intensive reading learning with the help of sound gestures, where each sound or letter is represented by a gesture. This approach allows pupils starting to read and understand what they read.The purpose of the study is to research the literature on reading learning possibilities and to develop didactic materials for reading teaching with the help of sound gestures for the primary school children with mental development disorders.Study methods: literature analysis, document study, observations, questionnaire, data collection and statistical processing.Based on theoretical knowledge and analysis of literature, the author of the paper has developed didactic materials for reading teaching with the help of the sound gestures for the primary school children with mental development disabilities. Taking into account the principles of special pedagogy and speech therapy, the process of reading teaching with the help of sound gestures focuses on the difficulty levels during reading, deliberate avoidance of difficulties.The research includes the seven primary school children with mental development disorders and three teachers from the mentioned school, 30 respondents from different educational institutions.At the conclusion of the research, evaluating the effectiveness of the didactic material developed, it was concluded that it is possible to contribute to reading teaching through sound gestures for the primary school age children with mental development disorders.
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Kazuša, Irina. "DIDACTIC MODEL BASED ON PRINCIPLES OF CRITICAL THINKING." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 20, 2020): 350. http://dx.doi.org/10.17770/sie2020vol1.4943.
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In Rīga Stradiņš University chemistry study process is developed by researching different pedagogical approaches and didactic models and their application methods in order to filter out the least effective ones. The aim of this research is the development of a didactic model of the medical chemistry course. As a result of this research, it was concluded that the most suitable didactic model is the one based on principles of critical thinking. Critical thinking principles behind this didactic model are purposefulness, information selection and analysis, critical reading and note-making, fundamental regularity spotting and awareness of one's own knowledge limitations. These principles raise their level of individual work culture by emphasizing responsibility for their choices and decisions are taken and also develop dialogue culture and tolerant attitude towards others. Suitability of methods based on critical thinking principles and their combinations depend on reachable goals. Reading, lectures, and the use of online resources are effective for obtaining knowledge, solving problems and involving students in the cognition process but are less suitable for developing skills and gaining experience. Discussions and practical exercises, on the other hand, are suitable for gaining study experience and developing skills and reflection. By mastering critical thinking principles, students learn to understand the specific situation from different aspects, to generalize and to carry over understanding from familiar situations to new.
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Stokes, Jordan. "In Search of Machaut’s Poietics." Journal of Musicology 31, no. 4 (2014): 395–430. http://dx.doi.org/10.1525/jm.2014.31.4.395.
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Guillaume de Machaut’s Le Remede de Fortune has often been described as a didactic work addressed to would-be poets. This essay argues that the Remede also should be read as an implicit work of rhetorical and musical instruction. To this end, the Remede is placed in dialogue with Machaut’s more explicit account of the creative process in the Prologue, with other romans à chansons, such as Nicole de Margival’s Dit de la panthère d'amours, and with medieval theories of rhetoric and music, eventually arriving at a rhetorical reading of the Remede's large-scale structure, a didactic reading of the work's musical interpolations, and a fresh insight into Machaut's understanding of his own creative process.
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Wildová, Radka. "Monitoring the Use of Innovative Psycho-didactic Processes in Reading Literacy Development." Procedia - Social and Behavioral Sciences 171 (January 2015): 60–65. http://dx.doi.org/10.1016/j.sbspro.2015.01.089.
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Arévalo Chuquín, Miguel Angel, Joe Adrian Narvaez Paguay, and Susana Ximena Orellana Mora. "Impact of the Digital Didactic Material on Students’ Reading and Grammar Acquisition." Universitas Tarraconensis. Revista de Ciències de l'Educació 1, no. 1 (January 31, 2020): 22. http://dx.doi.org/10.17345/ute.2020.1.2624.
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Duchimasa-Ochoa, Freddy, and Inés Huiracocha-Ordóñez. "Effects of a Reading Comprehension Program Children's Literature as a Didactic Resource." Universal Journal of Educational Research 9, no. 4 (April 2021): 806–12. http://dx.doi.org/10.13189/ujer.2021.090413.
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Tjernberg, Catharina Cecilia, and Eva Heimdahl Mattson. "Synthesising Inclusive and Didactic Research – a Way to Ensure the Participation and Learning of Every Student?" Nordic Studies in Education 41, no. 3 (August 27, 2021): 185–200. http://dx.doi.org/10.23865/nse.v41.2831.
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The aim of this paper is to compare research criteria for inclusive education in relation to criteria for didactic research. The inclusive researchers that were selected defined inclusive education as removing barriers to social participation and learning for all students. The didactic researchers that we have selected referred to the tradition of successful reading and writing, focused on schools and teaching practices with favourable outcomes. The results indicated that the inclusive education researchers study school mainly from an organisational point of view. In contrast, the didactic researchers focus on a pedagogical approach, that is, on the teachers’ teaching strategies concerning the ways in which each student learns best. Within both fields under study it is considered that in-service training is most effective when it is based on the teachers’ actual working situation and when it emphasizes the importance of cooperative school cultures where the teachers also meet researchers. A reflection is that the inclusive education researchers in the study strive to transfer new knowledge to the teachers, in order to help them broaden their views on reducing social and organisational barriers to inclusion. The reading and writing researchers presented in this study represent a more dialectical process aimed at developing both the teachers’ didactic professionalism, the researchers’ own research questions and, in the end, the students’ learning. Another reflection is that if inclusive education and didactic researchers were to develop collaborative research cultures, this would shorten the way to the common goal: to ensure the participation and learning of all students.
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Miller, Gloria E. "The Influence of Self-Instruction on the Comprehension Monitoring Performance of Average and above Average Readers." Journal of Reading Behavior 19, no. 3 (September 1987): 303–17. http://dx.doi.org/10.1080/10862968709547606.
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Fifth-grade students, classified as either above average or average readers, were tested on their ability to detect errors in short essays prior to, immediately after, and one week after receiving self-instruction or didactic instruction. In the self-instruction condition (SI), students were taught a self-verbalization routine composed of task-specific statements. Students in the control didactic condition (CD) received equivalent practice and instruction without active self-verbalization. After training, the performance of the SI above average readers was significantly greater than that of the CD above average readers. The average readers displayed a similar although nonsignificant trend favoring the self-instruction strategy training. The results suggest that self-instruction procedures may effectively promote increased comprehension monitoring during reading. Implications of SI for reading instruction and directions for future research are discussed.
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Halimah, Halimah, Sumiyadi Sumiyadi, and Vismaia Damaianti. "CREATING NARRATIVES AND REVISION CIRCLE: LITERACY DIMENSION LEARNING STRATEGIES USING DIDACTIC VALUES OF M.KASIM’S FUNNY SHORT STORIES." Jurnal Pendidikan Bahasa dan Sastra 18, no. 2 (February 15, 2019): 283–93. http://dx.doi.org/10.17509/bs_jpbsp.v18i2.15516.
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Creating narratives and revision circle are the collaboration of two learning strategies of literacy dimensions. In literacy learning, students can develop a narration as a skill in literacy, particularly basic literacy in form of reading and writing. The present research aims at describing 2 strategies of literacy dimension learning through the analysis of didactic values from funny short stories written by M. Kasim. The funny short stories provided a variety of specific didactic values. As one of the literature learning materials, the didactic values were in line with the national education goals. The present research employed qualitative approach with a descriptive method. Specifically, the data were analyzed by the application of literary work didactic study framework. The funny short stories to analyze entitled: 1) “Pendikar bukan Pendekar; 2) “Podato yang Gagal”; 3) “Ada Seorang Raja…”, and 4) “Kue yang Nakal”. The result denoted the funny short stories contained various didactic values which could be regarded as learning materials in literacy development. The didactic values consisted of well-mannered behavior, dignified personality, independence, creativity, being democratic, responsibility, self-control, intelligence, and skill. Those values are considered excellent to implement by the collaboration of creating narratives and revision circle.
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Kertaeva, Z. "Didactic and Practical Value of Metacognitive Skills in EL Classrooms." Bulletin of Science and Practice 6, no. 6 (June 15, 2020): 269–73. http://dx.doi.org/10.33619/2414-2948/55/35.
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The article discusses the importance of metacognitive strategies in teaching reading in higher education using media materials. This is put forward in theoretical part of the article referring to a number of scholars who previously studied the issue. Practical part deals with analyzing the problems supposed to arise if students are not aware of and do not use metacognitive competence; and suggesting some guidelines about how EFL teachers can help students to develop that competence.
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Cencelj, Zvonka, Boris Aberšek, Andrej Flogie, and Metka Kordigel Aberšek. "METACOGNITIVE MODEL FOR DEVELOPING SCIENCE, TECHNOLOGY AND ENGINEERING FUNCTIONAL LITERACY." Journal of Baltic Science Education 19, no. 2 (April 10, 2020): 220–33. http://dx.doi.org/10.33225/jbse/20.19.220.
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Science, technology and engineering functional literacy should be developed purposely in the school system – like any other competence, it does not develop spontaneously. For this purpose, a didactic model, the Metacognitive Model for Developing Science, Technology and Engineering Literacy (McM_T&E), was developed. Apart from acquiring knowledge and skills from the field of technology and engineering, the McM_T&E is equally focused on developing functional literacy in the field of technology and engineering, as well as in the field of science, through the development of students’ metacognitive knowledge about reading strategies for reading STE explicatory texts and for reading manufacturing instructions. The McM_T&E was implemented in a Technology and Technique’ (T&T) class, grade six, in Slovenia. Results show that focusing on science, technology and engineering literacy in Technology and Engineering classes by using the McM_T&E model increases the students’ science, technology, and engineering functional literacy, which is a fundamental competence in the 21st century. Keywords: functional literacy, metacognitive didactic model, science functional literacy, technology, engineering functional literacy.
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Ben Zvi, Ehud. "Reading Hosea and Imagining YHWH." Horizons in Biblical Theology 30, no. 1 (2008): 43–57. http://dx.doi.org/10.1163/187122008x294349.
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AbstractAs the readers among whom and for whom the book of Hosea was composed read and reread it they could not but construe images of YHWH. In the process, metaphors from different source conceptual domains were evoked. Each of them involved important aspects of the worldview of these readers, their understanding of themselves and their deity, and very often a sense of resistance to imperial ideological constructions. The centrally enabling metaphor of YHWH as didactic communicator, that is teacher of Israel, played a central role in the social and ideological worldview of the literati who wrote, read, and reread the book of Hosea and other prophetic and authoritative books in ancient Yehud and reflected the social roles of the literati and of the repertoire of prophetic books that evolved in ancient Yehud, among which the book of Hosea, in its present form, evolved and found its place.
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Bochno, Ewa. "Teaching teamwork by means of teamwork. Reflections on the margins of classwork with students on reading M. Dudzikowa, Think your own self. …Mini-essays for class teachers." Studia z Teorii Wychowania X, no. 1 (26) (March 30, 2019): 227–35. http://dx.doi.org/10.5604/01.3001.0013.1904.
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Abstract: In the article, the author attempts to answer the question whether it will be possible to counteract the ongoing atomisation of pupils’ and teachers’ relations at school as well as students’ and lecturers’ relations at universities by teaching teamwork by means of teamwork. The paper is a self-reflexion on author’s own didactic activities, and as such, it makes use of a description of the work on essays Think your own self ... Mini-essays for class teachers by Maria Dudzikowa, which are incorporated into the curriculum of the course of Pedagogy. Keywords: Teamwork, academic didactics, experience
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Leibrandt, Isabella Monika. "The Confrontation With the Stranger and Intercultural Considerations in the Travel Report." International Journal of Curriculum Development and Learning Measurement 1, no. 2 (July 2020): 66–78. http://dx.doi.org/10.4018/ijcdlm.2020070105.
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This article draws on a teaching experience in the form of a literary conversation in a German as a foreign language class and presents didactic approaches to the travel report The Walk from Rostock to Syracuse by F.C. Delius. As it thematises the motif of the educative journey as a longing for education and freedom, the work is analyzed in a close relation to the genre of the Bildungsreise based on classical models such as the Italian journey of Seume and Goethe. The literary educative journey leads the learners into a wider contextual knowledge as traveling in times of the German separation. As educative aspects of the reading, strangeness and aesthetic experience are taken into reflection by adopting different didactic methods such as the focus and integration method. In order to reach an adequate reading comprehension, learners are challenged by coping with the intertextuality and hybridity of the text.
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Witte, Theo. "De kunst van het onderwijzen." Nederlandse Letterkunde 23, no. 3 (December 1, 2018): 359–83. http://dx.doi.org/10.5117/nedlet2018.3.007.witt.
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Abstract The art of teaching. About the promising future of literature educationLiterature as a serious art form is losing ground. Also in secondary education, literature has lost its sacrosanct position. Young people are reading fewer and fewer books. This also means that the functional illiteracy of socially vulnerable groups increases and the writing and reading skills of students is often below par. To reverse the tide, it is important to re-legitimize literature education. An overview of the functions of literature education shows that teaching of literature is of essential importance for language development, cultural socialization and personal education of students, and fits very well with the general aims of (secondary) education. Teachers see the decline in reading habits and motivation of many students as one of the greatest didactic problems. To turn the tide, it is therefore also important that the teaching of literature is at its best: that it motivates students to read books, that it enables them to develop their literary competence, and that it contributes to their cultural socialization. To this end, a didactic theory is set out in seven axioms that enables literature and reading of books to be firmly anchored in the curriculum. The article concludes with the axiom that for good (literature) education a strong professional community of teachers, teacher trainers and university specialists is necessary.
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Dymkova, Alevtina Yu. "Teaching syllabic reading of children with general speech underdevelopment through didactic games (Part 2)." Education and Upbringing of Children with Disabilities, no. 4 (2021): 31–38. http://dx.doi.org/10.47639/2074-4986_2021_4_31.
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Sánchez, Everth. "Efficacy of a "Regulatory Didactic Strategy" in the reading comprehension of secondary school students." SCIÉNDO 24, no. 2 (June 18, 2021): 79–88. http://dx.doi.org/10.17268/sciendo.2021.008.
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Dymkova, Alevtina Yu. "Teaching syllabic reading of children with general speech underdevelopment through didactic games (Part 1)." Education and Upbringing of Children with Disabilities, no. 3 (2021): 47–54. http://dx.doi.org/10.47639/2074-4986_2021_3_47.
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Arenas Delgado, Christian Alejandro, Herminda Otero Doval, and Cecylia Tatoj. "La mediación lectora en contextos internacionales. Los casos de Chile, Polonia y Portugal." Investigaciones Sobre Lectura, no. 13 (May 11, 2020): 169–98. http://dx.doi.org/10.37132/isl.v0i13.309.
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The present article, part of the project “Reading habits in international contexts of secondary school students. A study of educational practices for the promotion of reading” (PR2018057), reports the results of an exploratory-observational scope research extracted from that context. The main objective is to evidence research hypotheses on the training needs of reading teachers. It investigates some areas of the reading habits of Chilean, Polish and Portuguese adolescents who are in transition between primary and secondary school. There are common and divergent patterns in the answers to a questionnaire that delves into motivational and teaching aspects linked to reading education: leisure reading habits, the provenance of the books students read and the use of libraries, the hierarchization of the importance of reading, the strategies of teachers who train reading skills and also the initiatives to promote reading in schools, and their participation. In the light of results obtained, paths of educational and didactic research are proposed that allow to add value to the role of teachers as mediators of reading in the three national contexts that are part of the analysis.
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Norling, Martina. "Video Recording as a Method for Swedish Preschool Teachers to Analyze Multilingual Strategies." World Journal of Educational Research 7, no. 1 (February 29, 2020): p109. http://dx.doi.org/10.22158/wjer.v7n1p109.
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This participatory action research study draws attention to how fifteen preschool teachers develop didactic strategies by using video recording as a method for performing critical and didactic analyses. The overall aim is to develop didactic strategies and knowledge to support multilingual children’s emergent literacy development in Swedish preschools. The starting point for a participatory action research, is action learning and a pragmatic orientation. The approach focuses on human development in an organization where action research is a tool for learning. This study employs a mixed-methods design where qualitative data were analyzed and derived from the preschool teachers’ written reflections related to their video-recorded activities and support of the analysis tool Social Language Environment-Domain, SLE-D (Norling, 2015a). The results show didactic strategies that are related to multilingual children’s interests, strategies that support multilingual children’s empowerment and strategies that challenge multilingual children’s reading and writing processes.Continuing research suggests paying attention to the conditions of multilingual children in preschool education. This entails a long-term effort where action research engages preschool teachers to develop their beliefs into sustainable knowledge, in which video recording can serve as a method for preschool teachers to analyze multilingual strategies.
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Shaffer, Fred, and Judy Crawford. "BCIA Certification Exams—A New Look at This Standard." Biofeedback 40, no. 2 (June 1, 2012): 43–46. http://dx.doi.org/10.5298/1081-5937-40.2.1.
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For the Biofeedback Certification International Alliance (BCIA), assessment is the culmination of a learning process that begins with didactic training that is guided by Blueprints of Knowledge and Core Reading Lists. The references in the BCIA Core Reading Lists help applicants master the learning objectives of the Blueprint and are the source of the exam questions. BCIA certification exams test entry-level knowledge that is relevant to the current practice of biofeedback. Applicants can now take exams in both paper/pencil and online formats. BCIA encourages applicants to use the Blueprints as roadmaps to guide their study, to read the Core references, and to take advantage of their mentors' experience. The quality of the applicants, the excellence of didactic programs, and the careful construction of the exams have resulted in pass rates that exceed 70%. BCIA believes that the applicant's journey, not passing the certification exam, is the best metric for measuring success. BCIA has achieved its mission in the time before the professionals arrive at their testing site.
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Kusiak-Pisowacka, Monika. "W kierunku dwujęzyczności w edukacji wczesnoszkolnej – problemy nauczania czytania w języku obcym na przykładzie języka angielskiego." Problemy Wczesnej Edukacji 36, no. 1 (February 21, 2017): 42–53. http://dx.doi.org/10.5604/01.3001.0010.1997.
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The article focusses on developing reading by Polish young learners of English as a foreign language. The discussion is conducted within a psycholinguistic componential perspective, which allows for a detailed analysis of various components that constitute the reading skill. Most attention is given to phonological awareness at the decoding stage of reading and its role in beginning reading. First, the author deals with syntactic and orthographic differences between reading in English and reading in Polish. The results of several cross-linguistic studies are presented to illustrate the importance of inter-lingual differences in reading in a foreign language. Then the article reports on the analysis of five coursebooks of English for Polish young learners. The study aimed to investigate how each of the coursebooks develops the reading skill. The analysis looked at the methods of teaching reading, types of reading tasks, the explicitness of phonological instruction, presentation of letter-sound correspondences and the development of other reading-related abilities. The results of the study revealed that the coursebooks differ in the way they teach beginning reading, raising important questions of both didactic and theoretical nature.
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Kos, Živa, and Veronika Tašner. "Demanding Relations: Sociological Imagination, Education, the Usefulness of Concepts and the World Around Us." Educar 57, no. 1 (January 29, 2021): 261–74. http://dx.doi.org/10.5565/rev/educar.1144.
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The present paper draws on fostering sociological imagination (Wright Mills, 2000) and contemporary possibilities in teaching and learning sociological concepts in relation to education. The authors present a method of reading films as a didactic tool in connection to selected sociological texts in order to better understand theory and praxis in the educational field and beyond. The film Billy Elliot was chosen as a didactic tool for presenting how Bourdieu’s concepts of habitus and forms of capital, as well as Bernstein’s conceptualisations of language codes, can be used in the pedagogical process. Emphasis is placed on education and the ways in which it contributes to shifting or reproducing social inequalities, class inequalities and gender.
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Kazharova, I. A., Z. A. Kuchukova, and L. B. Berberova. "Author’s Modality of Didactic Text and Reader’s Perception (by Example of A. G. Dymov’s “Adab”)." Nauchnyi dialog 1, no. 8 (August 31, 2020): 215–29. http://dx.doi.org/10.24224/2227-1295-2020-8-215-229.
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Aspects of the author’s modality manifestation and related features of didactic text perception are considered. The authors briefly describe the reflection of didactic discourse in the literary reception, argue the importance of identifying the author’s modality in the moralizing texts presented in the educational literature. Based on a specific material, the authors study the forms of expression of the author’s consciousness and the specifics of perception of the didactic text. The defining role of background knowledge in a situation when the reader and the author of a didactic work belong to different eras is shown. Expressions of modality in the present article are determined by the choice of genre and interaction between the author’s consciousness with the laws of the genre, points of view dominant in the text and the regularities of their interactions, the choice of character and characters, the degree of categoricity of the author’s “I.” Examples are given from the didactic works of A. G. Dymov (“Adab”), whose work has not yet been considered from the position of semantic expressiveness of the subject of the author’s plan involved in it. Despite the fact that the measure of subjectivity in a didactic text intended for educational purposes should be minimal, and their aesthetics can be unassuming, it is proved on a specific material that the recognition of forms of author’s modality allows not only to specify the author’s value attitudes, but also to judge in many ways the reasons that hold attention when reading such texts.
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Kenney, Martha. "Fables of Response-ability: Feminist Science Studies as Didactic Literature." Catalyst: Feminism, Theory, Technoscience 5, no. 1 (April 1, 2019): 1–39. http://dx.doi.org/10.28968/cftt.v5i1.29582.
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Recent literature in feminist science studies is rich with stories about how we are constituted by and in relation to (sometimes toxic) chemicals. Scholars such as Natasha Myers, Mel Chen, and Eva Hayward have written vivid accounts of the chemical ecologies of late industrialism, arguing that we cannot think of bodies as separate from environments. In this article, I read feminist scholarship on chemical ecologies as fables of response-ability, stories that teach us to attend and respond within our more-than-human world. Amplifying their didactic registers, I pay attention to moments in the texts that are speculative, poetic, and personal, moments that work on the bodies, imaginations, and sensoria of their readers. By reading these texts together, I hope to both acknowledge the didactic work that feminist science studies scholars are already doing and encourage others to experiment with telling their own fables of response-ability.
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Granik, G. G., and N. A. Borisenko. "Psychological and Didactic Issues of Digital Textbooks Creation." Психологическая наука и образование 26, no. 3 (2021): 102–12. http://dx.doi.org/10.17759/pse.2021260307.
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The article substantiates a special approach to the development of a school digital textbook which is based on the idea of synthesis of psychological, didactic, methodological, and subject knowledge with the priority of using the psychic pat- terns of personality development. To denote an interactive electronic textbook, it is proposed to use the term “digital textbook” (DT). From the methodological point of view, DT is regarded as an “enhanced” paper textbook, characterized by such basic properties as interactivity, multimodality, hypertextuality, and personality. The question about the development of the digital textbook concept before the textbook creation is raised. A number of psychological and didactic problems are discussed, such as: 1) the relationship between paper and digital textbooks (an option of the simultaneous use of both textbook formats is proposed); 2) DT as an essential com- ponent of the digital educational environment (the maximum effect is achieved if every DT is integrated into a single system as well as educational environment); 3) the features of reading on screen (non-linear nature, activity and dynamism, superficial understanding, greater fatigue, etc.). Besides, the article analyzes the advantages and disadvantages of DT and presents the results of its effectiveness based on the foreign studies. A conclusion was made that the wide-scale introduction of DT is possible solely when its positive influence not only on academic performance, but also on the cognitive development of students is revealed.
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Stock, Kathleen. "Knowledge from Fiction and the Challenge from Luck." Grazer Philosophische Studien 96, no. 3 (September 12, 2019): 476–96. http://dx.doi.org/10.1163/18756735-09603015.
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In order for true beliefs acquired from reading fiction to count as knowledge proper, they must survive ‘the challenge from luck’. That is, it must be established that such beliefs are neither luckily true, nor luckily believed by readers. The author considers three kinds of true belief a reader may, she assumes, get from reading fiction: a) those based on testimony about empirical facts; b) those based on ‘true in passing’ sentences; and c) those beliefs about counterfactuals one may get from reading a ‘didactic’ fiction. The first group escape the challenge from luck relatively easily, she argues. However, things turn out to be more complicated with the second group. The author examines Mitchell Green’s suggestion, effectively, that knowledge of fictional genre may see off the challenge from luck here, but rejects this in the form presented by Green, adapting it substantially to offer beliefs of this kind a more promising escape route. The author finishes by following Green’s lead once again, and discussing the category of ‘didactic’ fiction, as he calls it. She argues that any true beliefs about counterfactuals gained from such fictions are likely to be lucky. The author concludes however that things are much more promising for any true beliefs gained about oneself as a result of engaging with what Green calls an ‘interrogative’ fiction.
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Martínez Preciado, Zulma, and Ángela Rocío Murillo Pineda. "Didáctica de la literatura desde la perspectiva de la lectura y la escritura." Revista Grafía- Cuaderno de trabajo de los profesores de la Facultad de Ciencias Humanas. Universidad Autónoma de Colombia 13, no. 1 (January 4, 2016): 149. http://dx.doi.org/10.26564/16926250.661.
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Resumen:El artículo corresponde a una de las categorías de análisis e interpretación surgidas en el proyecto de investigación denominado: “Concepciones y tensiones de la didáctica de la literatura en Colombia durante los últimos diez años”. En dicha investigación, se recopilaron fuentes bibliográficas (libros de investigación, revistas indexadas y memorias de congresos recientes en Colombia) con el fin de determinar tendencias didácticas de la enseñanza de la Literatura. Se encontró que la lectura y escritura se convierten en uno de los ejes centrales de los procesos didácticos de la literatura, en tanto que son los ejercicios intelectuales con los que se recepciona y produce el mundo literario. Así, se abordan aspectos como: lectura literaria, proceso lector en literatura, relectura como estrategia significativa, lectura desde un eje temático o símbolo, el taller de escritura como método didáctico y el diario lector, la lectura en voz alta, etc., como estrategias didácticas. Todo ello, en aras de revisar y visibilizar, el estado actual de la enseñanza de la lectura y la escritura en la educación básica respecto a la literatura.Palabras clave: Lectura, escritura, didáctica de la literatura, relectura, eje temático transversal, taller de escritura. ***************************************************************************************The didactics of literature from the perspective of reading and writingAbstract:This paper corresponds to one of the analysis and interpretation categories emerging from a research project called “Conceptions and tensions within the didactics of literature in Colombia during the last ten years”. In such research, bibliographic references (research books, indexed journals, memoirs of congresses in Colombia) were compiled with the purpose of identifying trends in the didactics of literature. It was found that reading and writing become one of the central axes of teaching literature as far as they constitute the intellectual activities through which the literary world is received and addressed. So, aspects such as literary reading, reading process in literature, re-reading as a meaningful strategy, reading from a thematic axis or symbol, reading workshop as a didactic method, the reading journal, reading aloud, etc. are examined. All of this is done in order to inspect and make visible the current state of affairs in teaching the skills of reading and writing in basic education regarding literature.Key words: reading, writing, the didactics of literature, re-reading, cross-sectional thematic axis, reading workshop****************************************************************************************Didática da literatura desde a perspectiva da leitura e da escritaResumoO artigo corresponde a uma das categorias de analise e interpretação surgidas no projeto de investigação denominado: “Concepções e tensões da didática da literatura na Colômbia durante os últimos dez anos”. Na referida investigação foram recopiladas fontes bibliográficas (livros de investigação, revistas indexadas e memórias de congressos recentes na Colômbia) com a finalidade de determinar tendências didáticas do ensino da literatura. Encontrou-se que a leitura e a escrita se convertem em um dos eixos centrais dos processos didáticos da literatura, dado que são os exercícios intelectuais com os quais se recepciona e produz o mundo literário. Assim sendo, se abordam aspectos como: leitura literária, processo leitor na literatura, releitura como estratégia significativa, leitura desde um eixo temático, o símbolo, a oficina de escrita como método didático e o diário leitor, a leitura em voz alta, etc., como estratégias didáticas. Todo isso com o objetivo de revisar e visibilizar o estado atual do ensino da leitura e a escrita na educação básica com respeito à literatura. Palavras chave: Leitura, escrita, didática da literatura, releitura, eixo temático transversal, oficina de escrita.
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Lundquist, Lita. "From Contrastive Text Linguistics to Didactic Applications – and back again." New Approaches in Text Linguistics 23 (September 25, 2009): 73–90. http://dx.doi.org/10.1075/bjl.23.07lun.
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Abstract: Results from contrastive text linguistics are used to show how systematic differences between an L1 and an L2 can be applied to foreign language didactics for teaching textual skills in a methodical and efficient way. The language pair studied consists of Danish and French, which, belonging to two different language families, Germanic and Romance languages respectively, show many systematic differences in their fundamental structure – within lexicalisation, morphology, and syntax – that turn out to have a predictable impact on text structure. Thus, differences are found between Danish and French texts at the levels of referential coherence in different types of anaphoric expressions, of temporal coherence in different means for fore- and back-grounding events, and of structural coherence in different effects of framing via pre-posed adverbials, etc. Two e-learning programs, TeXtRay and NaviLire, are presented, which exploit such systematic differences between given language pairs in offering different types of navigation and visualisation exercises aimed at teaching textual skills needed at higher university education, such as reading and writing complex academic or specialised texts in a foreign language.
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Piankovska, Iryna V. "Ubungstypen zum Leseverstehen im Fremdsprachenunterricht." Освітній вимір 54, no. 2 (June 25, 2020): 84–97. http://dx.doi.org/10.31812/educdim.v54i2.3871.
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The paper deals with the problem of selecting the types of reading comprehension exercises in a foreign language lesson. It dentifies the role of reading as a receptive skill and one of the main competences in learning a foreign language. Distinctive differences between an exercise and a task as didactic forms of teaching and their importance in the formation of speech competences have been established. Modern approaches to the typology of exercises have been analyzed depending on the learning goals and receptive or productive types of speaking activity. The main types of exercises aimed at developing communicative language competences include receptive, reproductive, reproductive-productive, productive, closed- and open-type exercises, content- and form-oriented exercises. The scientific paper argues that textual competence is a component of language competence in modern didactics, and reading is defined not only as a receptive process, but also as an interactive and constructive process, since the information obtained from the text is related to one’s own knowledge and experience, on the basis of which new knowledge is acquired. It is also emphasized that the process of working with a text consists of three main stages: pre-text, text, and post-text stages, each providing the corresponding types of exercises or tasks. The scientific paper argues that textual competence is a component of language competence in modern didactics, and reading is defined not only as a receptive process, but also as an interactive and constructive process, since the information obtained from the text is related to one’s own knowledge and experience, on the basis of which new knowledge is acquired. It is also emphasized that the process of working with a text consists of three main stages: pre-text, text, and post-text stages, each providing the corresponding types of exercises or tasks. The scientific paper argues that textual competence is a component of language competence in modern didactics, and reading is defined not only as a receptive process, but also as an interactive and constructive process, since the information obtained from the text is related to one’s own knowledge and experience, on the basis of which new knowledge is acquired. It is also emphasized that the process of working with a text consists of three main stages: pre-text, text, and post-text stages, each providing the corresponding types of exercises or tasks.
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Torrelles Font, Carme. "Comprensión lectora de textos poéticos: Bartomeu Rosselló Pòrcel." Investigaciones Sobre Lectura, no. 6 (July 28, 2016): 25–35. http://dx.doi.org/10.37132/isl.v0i6.151.
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The digital image creativity, with its rhapsody and music, favors the pleasure reader of text sin verse and the reading comprehension of Tempestat de flama de Bartomeu Rosselló Pòrcel, catalan (2014) poetchosenforPAU-2015. The scanned images of the elements of poetic nature, centered in its context, breaks the barriers of formal text. While the young works the reading aloud internalized, this learns to be a good bard, shows an interest in his reading and he per forms best the deep analysis of content each poem. The video editing helps them to understand the poetic content and to understand better the view of world, of the author's life and of his work. ICTs bring us a didactic poetry very rewarding and creative for the ESO and the bachelor's degree.
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Torrelles Font, Carme. "Comprensión lectora de textos poéticos: Bartomeu Rosselló Pòrcel." Investigaciones Sobre Lectura, no. 6 (July 28, 2016): 25–35. http://dx.doi.org/10.24310/revistaisl.vi6.10973.
Full textAbstract:
The digital image creativity, with its rhapsody and music, favors the pleasure reader of text sin verse and the reading comprehension of Tempestat de flama de Bartomeu Rosselló Pòrcel, catalan (2014) poetchosenforPAU-2015. The scanned images of the elements of poetic nature, centered in its context, breaks the barriers of formal text. While the young works the reading aloud internalized, this learns to be a good bard, shows an interest in his reading and he per forms best the deep analysis of content each poem. The video editing helps them to understand the poetic content and to understand better the view of world, of the author's life and of his work. ICTs bring us a didactic poetry very rewarding and creative for the ESO and the bachelor's degree.
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De Vicente-Yagüe Jara, Mª Isabel. "Artes y literatura en la LOMCE: mecanismos para la comprensión de lecturas plurales." Investigaciones Sobre Lectura, no. 5 (February 1, 2016): 59–69. http://dx.doi.org/10.37132/isl.v0i5.117.
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The current curriculum in Compulsory Secondary Education within the LOMCE law evidences the existing connection between the different artistic expressions. Specifically in the literary subjects, it is aimed to promote the consideration of the links between Literature and the rest of arts (Music, Painting, Cinema…) as an expression of the human feelings, while analyzing and interrelating works, characters and plots from all the time periods.Aesthetics, Rhetoric, Poetry, Fine Arts, Musicology, Semiotic, the Comparative Literature, and Criticism, as disciplines interested in the foresaid pairing, have just joint their studies, examining, from a theoretical approach, the existing links and transpositions between arts. In the educational field, establishing analogies and intersections between arts is conceived as a process for understanding the literary works: the didactic use of the semiotic correspondences for showing an interconnected reality of multiple readings in the classroom.From that perspective, a literary hypertext allows non lineal readings, through its links and connections with other texts, enhancing the student’s reception and leading it towards multiple and significant realities. In that sense, the literary work, in where several possible reading itineraries coincide all together, acquires an open character, losing its consideration of being close and concluded. Hereby, we specify the type of activities, works and reading mechanisms that the new curricular approach requires; ekphrasis, melopoiesis, and Literature in films, among other dialogic links, that are a reclaim for the reading process in students while strengthening their aesthetical reception skills. In the same way, the theories about the reader intertext, linked to the literary training of students and the development of their reading comprehension, set the standards of the teaching methodology in the classroom.
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De Vicente-Yagüe Jara, Mª Isabel. "Artes y literatura en la LOMCE: mecanismos para la comprensión de lecturas plurales." Investigaciones Sobre Lectura, no. 5 (February 1, 2016): 59–69. http://dx.doi.org/10.24310/revistaisl.vi5.11093.
Full textAbstract:
The current curriculum in Compulsory Secondary Education within the LOMCE law evidences the existing connection between the different artistic expressions. Specifically in the literary subjects, it is aimed to promote the consideration of the links between Literature and the rest of arts (Music, Painting, Cinema…) as an expression of the human feelings, while analyzing and interrelating works, characters and plots from all the time periods.Aesthetics, Rhetoric, Poetry, Fine Arts, Musicology, Semiotic, the Comparative Literature, and Criticism, as disciplines interested in the foresaid pairing, have just joint their studies, examining, from a theoretical approach, the existing links and transpositions between arts. In the educational field, establishing analogies and intersections between arts is conceived as a process for understanding the literary works: the didactic use of the semiotic correspondences for showing an interconnected reality of multiple readings in the classroom.From that perspective, a literary hypertext allows non lineal readings, through its links and connections with other texts, enhancing the student’s reception and leading it towards multiple and significant realities. In that sense, the literary work, in where several possible reading itineraries coincide all together, acquires an open character, losing its consideration of being close and concluded. Hereby, we specify the type of activities, works and reading mechanisms that the new curricular approach requires; ekphrasis, melopoiesis, and Literature in films, among other dialogic links, that are a reclaim for the reading process in students while strengthening their aesthetical reception skills. In the same way, the theories about the reader intertext, linked to the literary training of students and the development of their reading comprehension, set the standards of the teaching methodology in the classroom.
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BAIZA, Zouhair. "DIDACTIC CRITIQUE AND INNOVATION TEACHING: TOWARD AN LEARNER, CRITICAL AND CREATIVE." International Journal of Humanities and Educational Research 03, no. 03 (June 1, 2021): 160–67. http://dx.doi.org/10.47832/2757-5403.3-3.15.
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Critical text has been given great importance in teaching. The learners get tools to deal with, understand and analyse literature texts. Thus, they can evaluate these texts in an artistic way far from their personal point of view or other previous judgements. Despite the importance of the critique and its teaching in the Arabic language, it still has many obstacles in pedagogical level and so on. These obstacles make innovation teaching, feeling the beauty of style and the development of learners' thinking impossible and out of reach as long as there is still improvisation in didactic critique. Getting over difficulties in teaching critical text and achieving its goals is linked to providing conditions in terms of objectives or the nature of methodological reading. Critical text makes the reader, receiver and learner able to interpret the meaning and read between the lines through filling in the gaps and seeking the hidden meanings. This can only be achieved by using learner's experiences and the way he looks at the world.
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Ibarra-Rius, Noelia, and Josep Ballester-Roca. "De la investigación a la construcción de la identidad lectora del docente: educación poética y didáctica de la literatura." El Guiniguada, no. 30 (2021) (July 1, 2021): 52–62. http://dx.doi.org/10.20420/elguiniguada.2021.403.
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La poesía constituye una posibilidad de extraordinario potencial para la educación literaria reclamada por diferentes especialistas que sin embargo todavía dista mucho de ser una realidad en los diferentes niveles educativos. Por este motivo, los autores se preguntan sobre la situación de la investigación en torno a la poesía en la didáctica de la literatura contemporánea y ofrecen una aproximación a la producción académica sobre la temática a través de Dialnet y los artículos publicados en tres revistas emblemáticas de didáctica de la lengua y la literatura: Didáctica, Lenguaje y Textos y Tejuelo. El análisis temático revela diferentes tendencias de estudio, pero también lagunas y vías de trabajo futuras, entre las que destaca la apuesta de los investigadores por la formación docente como espacio de intersección entre la investigación y la praxis en la formación de lectores.
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Rozenfelde, Marite, Alise Verbicka, and Regina Ogrina. "DEVELOPMENT OF READING SKILLS FOR CHILDREN WITH MILD MENTAL DISABILITIES IN A GENERAL EDUCATION INSTITUTION." Education Reform: Education Content Research and Implementation Problems 2 (February 4, 2021): 69–80. http://dx.doi.org/10.17770/er2020.2.5351.
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Currently, the world is experiencing changes in the education of pupils with mild mental disorders. There is a tendency to include and educate pupils in general education institutions, while correcting the diagnosed and existing developmental disorders. Most pupils with mild mental disorders have language and speech impairments, including reading disorders, which make the learning process difficult. The work of teachers and speech therapists is hampered by the specifics of pupils' mental disorders in the pupils' mental processes and activities, as well as insufficient work material. Teachers and speech therapists do research, compile existing and develop new didactic materials for their work, including the development of reading skills. The paper analyzes theoretically the peculiarities of reading skills of pupils with mild mental disorders and the possibilities of their correction in the work of a speech therapist in a general education institution.
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Burceva, Rita, and Gunta Graznova. "USAGE OF GAMES IN THE ACQUISITION OF ETHICAL VALUES OF LITERARY NARATIVES IN PRIMARY SCHOOL." Education Reform: Education Content Research and Implementation Problems 2 (December 31, 2019): 19. http://dx.doi.org/10.17770/er2019.2.4368.
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The aim of the article is to study and analyze the using of games in learning the ethical values of literary naratives in primary school. Methods of the research: study of theoretical literature, questionnaire for primary school teachers, processing and interpretation of the data obtained. The main conclusions are following: games can produce very good results in learning process, the game creates learning motivation and pleasure, and pupils are interested in learning more; an important aspect is to learn ethical values when reading literature in primary school. Didactic games improve pupils' knowledge, help in the sense of important concepts (friendship, beautiful, helpful). The teacher must follow the latest improvements in education, the development of the theory of didactic games, and develop himself in all areas in order to provide a high-quality education for pupils in the context of the competence approach.
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Hong, Sung-Jin, and Coral Kemp. "Teaching Sight Word Recognition to Preschoolers with Delays Using Activity-Based Intervention and Didactic Instruction: A Comparison Study." Australasian Journal of Special Education 31, no. 2 (September 2007): 89–107. http://dx.doi.org/10.1017/s1030011200025641.
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An alternating treatments design was used to compare the effectiveness of activity-based intervention and didactic instruction to teach sight word reading to four young children with developmental delays attending an inclusive child care centre. Following the collection of baseline measures, the two interventions, counterbalanced for word lists and order of intervention, were implemented twice a week for six weeks. Acquisition of the sight words was assessed by the interventionist in pre-teaching probes and also by a special education teacher known to the children but independent of the research team. Maintenance data were collected three weeks after the intervention was completed. The results indicated that there were no differences between the two instructional approaches in relation to acquisition and maintenance of sight word reading for three of the four children. Features of each intervention and the implications of the findings are discussed.